{"id":14934,"date":"2025-02-27T05:00:00","date_gmt":"2025-02-27T13:00:00","guid":{"rendered":"https:\/\/www.nwea.org\/blog\/?p=14934"},"modified":"2025-02-25T11:13:26","modified_gmt":"2025-02-25T19:13:26","slug":"how-to-write-an-effective-iep","status":"publish","type":"post","link":"https:\/\/www.nwea.org\/blog\/2025\/how-to-write-an-effective-iep\/","title":{"rendered":"How to write an effective IEP"},"content":{"rendered":"
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Writing quality individual education plans (IEPs) that give a clear view of a student\u2019s strengths and needs is such an important part of a special education teacher\u2019s job. For all other teachers, IEP best practices can help ensure all students get the support they need.<\/p>\n\n\n\n

I spent the first 13 years of my K\u20132 teaching career performing academic testing for eligibility for special education services and then writing eligibility determination paperwork and IEPs for my students. It has been more than a decade since I wrote a plan (I left the workforce for a few years after the birth of my third child), but once a teacher, always a teacher. Since leaving the classroom, I have volunteered as an advocate for families as they navigate the evaluation and IEP process in their school.  <\/p>\n\n\n\n

A lot has changed in the last decade. Many states now require dyslexia screening of young students, for example, which leads to earlier identification and earlier access to services. But one thing has stayed the same: a well-written IEP that is read and understood by all members of a learning team is imperative to student success. <\/p>\n\n\n\n

Spring is IEP season. It is the best time to review IEP goals and amend plans for transitions from one grade to the next. Here are some things to consider. <\/p>\n\n\n\n

Step 1: Define the learning team<\/h2>\n\n\n\n

As you prepare for annual IEP review meetings, it is important for each member of the learning team to be present to ensure their communication with students and families is clear and that they check frequently for understanding. Each member of a learning team is important and needs to understand both their role and the information in the IEP.<\/p>\n\n\n\n

Student<\/em><\/strong>\u00a0<\/p>\n\n\n\n

The student is the most important member of any learning team! Student participation throughout the process, including in meetings, will ensure they have a voice in their education. I have had children as young as nine attend their IEP meetings, and although it is not necessary that early on, if a student is interested, be sure to include them. As a student gets older, they should have increased responsibility in the meetings. Be sure to ask them questions and give them plenty of time to speak, too; they will have the most valuable, up-to-date information regarding what they need to meet their goals, especially as they travel from class to class and teacher to teacher.\u00a0<\/p>\n\n\n\n

Family<\/em><\/strong><\/p>\n\n\n\n

A student\u2019s at-home support system is invaluable. Be mindful of relationships because not all parents live in the same household and some kids may be cared for by a grandparent, adult sibling, or other guardian. Be sure to include everyone and be prepared to make duplicate copies of correspondence so family can stay informed. Be proactive and find out if a translator is needed (request them ahead of time if there\u2019s a need). Sometimes, parents have family or others they trust for translating and they should be invited as well. But ensure the school also provides a translator who is well versed in the type of information being presented so the family does not miss anything important. Finally, someone on the school team should take the role of advocating for families to ensure they understand everything that is being discussed.<\/p>\n\n\n\n

Teachers<\/em><\/strong><\/p>\n\n\n\n

While a student\u2019s classroom teacher and special education teacher are usually the only ones at an IEP meeting, all teachers who work with a student should be familiar with the IEP. Teachers who teach classes covered by goal areas and teachers who teach classes that may be covered in accommodations only should have access to the IEP, read it thoroughly, and ask questions if anything is unclear. The IEP manager should ensure all teachers who have a role in implementing IEP goals or accommodations are clear on what they need to do to support the student.<\/p>\n\n\n\n

Specialists<\/em><\/strong><\/p>\n\n\n\n

Speech language pathologists, occupational therapists, school psychologists, social workers, physical therapists, school nurses, work transition specialists, guidance counselors, education specialists, and any other education professionals who work with a student or are in charge of coordinating paperwork must be a part of the learning team. It is really important that any professional who is communicating information about a student presents that information in a positive, factual manner. Be mindful of any jargon and make sure that students, their families, and other teachers understand what is being said. It can be tempting to hide behind jargon when presenting delicate information. Be mindful of this and ensure the family understands the information being presented.<\/p>\n\n\n\n

Step 2: Present levels of academic achievement, functional performance, strengths, and needs<\/h2>\n\n\n\n

When discussing the IEP, it is important to accentuate the positive but not minimize the areas of need. Keep the focus on the goals and the plan that is in place to ensure the student can achieve them. The staff member acting as an advocate for the family may need to pre-meet with them to go over anything that may contain difficult-to-understand or potentially upsetting information. Again, avoid relying on educational jargon only in this space, as noneducators may not understand fully and may be afraid to ask. <\/p>\n\n\n\n

The strengths and needs portion of the IEP will have come from the eligibility conference and doesn\u2019t change until the reevaluation. The needs are used to drive the goals (which, in turn, drive services), and the strengths are used to determine the areas to highlight when teaching, writing accommodations, and motivating the student. <\/p>\n\n\n\n

\u201cPresent levels of academic achievement and functional performance\u201d (formerly known as \u201cPresent levels of performance\u201d<\/a>) indicate where the student is currently performing in each developmental area. This portion of the IEP serves as a narrative, but it also contains qualitative or quantitative information about the student\u2019s achievement and performance. The focus here is on where the student is currently compared to how far the student may need to go and what, if anything, needs to happen to bridge the gap. <\/p>\n\n\n\n

Educators or family members should have a clear grasp of what the student can do by reading this portion of the IEP. It sets the stage for the goals that are written for any need-based area. It is also a great place to highlight strengths a student has, both in need-based areas and in areas where there will be no goal written. <\/p>\n\n\n\n

Step 3: Set goals<\/h2>\n\n\n\n

As you begin working on IEPs for next year, please don\u2019t ignore the existing IEP or carry over the same goals and present levels. Be honest with yourself and the rest of the learning team as you look at the existing IEP and write a comprehensive update. Rely on your student\u2019s strengths and areas of growth and really capitalize on those in the goal-setting process. <\/p>\n\n\n\n

As I mentioned earlier, goals are written to address each area of need identified during a student\u2019s eligibility conference. If there are four areas of need identified, then there should be (at least) four goals written to cover the areas of need. The goals should be:<\/p>\n\n\n\n